El juego globalizado desarrolla a través de un centro de interés los contenidos propios de Educación Física junto con los contenidos conceptuales de las distintas materias del aula. Temas como la lectoescritura, la música, el inglés, los animales, las profesiones o el universo se pueden trasladar también al patio y se consigue que a través del juego los niños mejoren sus capacidades o cualidades físicas mientras se enriquecen en otras áreas de conocimiento. Con más de 90 juegos agrupados por centros de interés junto con ejemplos de unidades didácticas para cada ciclo de primaria este libro ofrece a maestros y profesores de Educación Física abundantes actividades y recursos para utilizar en sus clases.
NATIONAL BESTSELLER • The remarkable story of men and women thrown together in circumstances beyond their control during World War II—a heartrending "portrait of a small French town under seige, and the people trying to survive, even to live, as Hitler’s horrors march closer and closer to their doors" (New York). “Stunning.... A tour de force.” —The New York Times Book Review Beginning in Paris on the eve of the Nazi occupation in 1940, as Parisians flee the city, human folly surfaces in every imaginable way: a wealthy mother searches for sweets in a town without food; a couple is terrified at the thought of losing their jobs, even as their world begins to fall apart. Moving on to a provincial village now occupied by German soldiers, the locals must learn to coexist with the enemy—in their town, their homes, even in their hearts. When Irène Némirovsky began working on Suite Française, she was already a highly successful writer living in Paris. But she was also a Jew, and in 1942 she was arrested and deported to Auschwitz, where she died. For sixty-four years, this novel remained hidden and unknown.
One of today's most widely read philosophers considers the shift in violence from visible to invisible, from negativity to excess of positivity. Some things never disappear—violence, for example. Violence is ubiquitous and incessant but protean, varying its outward form according to the social constellation at hand. In Topology of Violence, the philosopher Byung-Chul Han considers the shift in violence from the visible to the invisible, from the frontal to the viral to the self-inflicted, from brute force to mediated force, from the real to the virtual. Violence, Han tells us, has gone from the negative—explosive, massive, and martial—to the positive, wielded without enmity or domination. This, he says, creates the false impression that violence has disappeared. Anonymized, desubjectified, systemic, violence conceals itself because it has become one with society. Han first investigates the macro-physical manifestations of violence, which take the form of negativity—developing from the tension between self and other, interior and exterior, friend and enemy. These manifestations include the archaic violence of sacrifice and blood, the mythical violence of jealous and vengeful gods, the deadly violence of the sovereign, the merciless violence of torture, the bloodless violence of the gas chamber, the viral violence of terrorism, and the verbal violence of hurtful language. He then examines the violence of positivity—the expression of an excess of positivity—which manifests itself as over-achievement, over-production, over-communication, hyper-attention, and hyperactivity. The violence of positivity, Han warns, could be even more disastrous than that of negativity. Infection, invasion, and infiltration have given way to infarction.
Una propuesta de organización del escenario escolar. Este concepto de organización escolar (que supera el concepto de rincones de trabajo) supone una alternativa válida y especialmente sugerente, en línea con los nuevos planteamientos de la Reforma.
This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.
